Enacting the Role of Special Needs Educator--Six Swedish Case Studies

Autor/inn/en	Klang, Nina; Gustafson, Katarina; Möllås, Gunvie; Nilholm, Claes; Göransson, Kerstin
Titel	Enacting the Role of Special Needs Educator--Six Swedish Case Studies
Quelle	In: European Journal of Special Needs Education, 32 (2017) 3, S.391-405 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klang, Nina) ORCID (Gustafson, Katarina) ORCID (Möllås, Gunvie) ORCID (Nilholm, Claes) ORCID (Göransson, Kerstin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2016.1240343
Schlagwörter	Case Studies; Disabilities; Teachers; Teacher Role; Instructional Leadership; Teacher Surveys; Interviews; Observation; School Counseling; Disability Identification; Teacher Supervision; Inspection; Teacher Leadership; Context Effect; Teacher Characteristics; Teacher Background; Foreign Countries; Qualitative Research; Statistical Analysis; Sweden + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Handicap; Behinderung; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Instruction; Leadership; Bildung; Erziehung; Führung; Interviewing; Interviewtechnik; Beobachtung; School counselling; Pädagogische Beratung; Prüfverfahren; Lehrerfunktionsstelle; Ausland; Qualitative Forschung; Statistische Analyse; Schweden
Abstract	With the increasing focus on inclusion, special needs educators (SNEs) are now expected to share responsibility for pupils with teacher colleagues and to lead school development, but it is a challenge to enact this role in schools. The aim of the study was to explore how professional roles of Swedish SNEs are enacted in local school contexts. From a survey of SNEs in 10 Swedish municipalities, six participants whose work tasks were expected to correspond to the degree ordinances for their university training were chosen. The participants were followed at work, and data were collected through observation of the participants at work, participants' diaries and interviews with the participants, their teacher colleagues and their school principals. The analysis involved both quantitative and qualitative methods. First, based on the researchers' observations of the participants at work, categories of SNEs' tasks were discerned, and the amount of time devoted to those categories of tasks was summarised. Second, case study narratives of the SNEs' work were constructed to describe how the participants, their teacher colleagues and their school principals view the SNE role and to describe how the work is enacted in various school contexts. The results revealed seven categories of work tasks practised to varying degrees by the six SNEs. The case study narratives exposed large variation in how the SNEs conceptualised their role and how it evolved in relation to local school contexts. The results of the study are discussed with regard to the role of the SNE in relation to policies of inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01